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The purpose of this paper is to identify the barriers and challenges to international interactions of the faculty members in Iran.

To achieve the purpose, a qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, it included 17 experts who were selected through purposeful sampling by snowball method and based on theoretical saturation. To collect the data, a semi-structured interview was used and for the data analysis, an inductive content analysis was applied.

The findings showed that the barriers and challenges to faculty members’ international interactions can be defined through three main barriers: inside university barriers, outside university barriers, and individual barriers.

This research identified the barriers and challenges of faculty members’ international interactions in Iran. The method of this study can be applied in other applied fields as well.

This study adds to the authors’ knowledge about international interactions of the faculty members and also the barriers and challenges of these interactions, so to have more interactions of faculty members at the international level, universities should make an effort to identify barriers and eliminate them, more than ever.

The purpose of this paper is to examine faculty members’ views about the assessment of world-class university components in Iran’s comprehensive universities.

This study adopted a descriptive methodology by using a survey method. The statistical population consisted of 8,548 faculty members of comprehensive universities all over Iran. Considering the large size of the population, the comprehensive universities were categorized into five clusters (North, South, East, West and Center). The authors selected the faculty members from different clusters using Cochran’s formula. A total of 367 faculty members were selected from five clusters. For data gathering, a researcher-designed questionnaire was used. In data analysis, statistical procedures including the Confirmatory Factor Analysis, Kolmogrov-Smirnov test, one-sample t-test, and Friedman test were performed.

The findings of the research showed that except for academic freedom, other components of world-class university in Iran’s comprehensive universities were lower than the mean.

The case study showed how Iran’s comprehensive universities can become world-class universities. The methods of this case study can also be used in other fields.

This study adds to the knowledge of a world-class universities. Therefore to reach a desired level in comprehensive universities’ preparation for converting to a world-class university, it is essential that the policy makers and organizers of Iran’s higher education system pay greater attention to items such as research motivation, research innovation, research budget increase, authority reduction on various university departments, internet bandwidth increase and laboratory facilities increase.

The purpose of this paper is to examine the views of experts of educational technology and teachers in Tehran, about the components of ICT literacy based on the ISST model.

This study conducted a descriptive methodology by using a survey method. The statistical population consisted of 9,800 teachers and 37 experts of educational technology in Tehran; owing to the small size of the experts’ population, all 37 experts were selected for research, and a sample of 266 teachers was selected based on the cluster sampling method. To collect the necessary data, the researcher designed a questionnaire based on four key components of the ISST model. To analyze the data, statistical procedures including the Kolmogrov-Smirnov test, one sample t-test and independent t-test were used.

The findings of research showed that from the viewpoint of experts all components of ICT literacy were significant. On the other hand, from the viewpoint of teachers, all components of ICT literacy except the component of information society were significant. Furthermore, the findings showed that, there were a significant difference (p=0.05) between the views of experts and teachers about all components of ICT literacy, except the component of information processing.

The study showed that to equip all teachers with the components of ICT literacy such as information device, information society, information processing and information handling can help them to improve efficiency and effectiveness, and also the ISST model applied in this study can be used by other functional areas.

This study showed that fundamental training in the field of ICT literacy for teachers is very essential in the education system, because fluency of ICT skills can help them to increase better performance, and subsequently to increase self-value, motivation, feeling of success and productivity in the work environment.

The purpose of this paper is to focus on mapping the ways in which HE institutions enhance faculty members’ professional development. More precisely, by introducing a case from one of the well-established universities in Iran, the authors aim to examine the focus of faculty development (FD) activities and how FD is conducted, with a view to shedding light on the challenges of and disparities between faculty roles and areas of FD in higher education (HE) in Iran as a developing country.

In order to explore and map the characteristics of FD and analyse the trends that Iranian HE institutions are experiencing in this area, a sequential explanatory multiple sources design, consisting of two distinct phases, was implemented (Creswell, 2012). In this design, the documents regarding the faculty professional development (decisions, agreements, The Job Structure Memorandum, and relevant documents and policies at the Iranian Ministry of Science, Research and Technology and the studied HE institution) were analysed first. Next, field records were collected by means of a series semi-structured interviews with faculty members in the given HE setting.

The analysis of the collected data brought to the surface three themes, namely, FD: policies and procedures, faculties professional development in practice, and associated challenges and future prospects. These initial findings helped to understand if and how FD activities occur as well as map the challenges and complexities in faculties’ CPD in Iranian HE. Further, it discusses possible solutions to develop relevant and practical professional development.

This case study is partly limited to a group of faculty members’ experiences and reflections on FD in one Iranian HE institution. Conducting additional surveys and observations with a large sample of the faculties and students may verify and consolidate the findings of the study and contribute to further insights on the ways faculties’ professional development can be transformed.

Taking into account the findings of the study, a dynamic framework for continued professional development of faculties in Iran is developed.

The findings of the study present valuable insights into the FD procedures, challenges and paradoxes that seem to shape FD in Iranian HE institutions. Moreover, the findings indicated much-needed structural modifications to simplify and harmonise the policies and procedures to harness profession development. To conclude, the initiatives and action plans that may contribute to FD and reshape the Iranian HE landscape is discussed. The applications and implications are also relevant for similar HE systems in developing countries.

The purpose of this paper is to design a talent-based model for recruiting faculty members at regional comprehensive universities in Iran.

To achieve the purpose, grounded theory approach was used. The research population consisted of all experts in the field of higher education in Iran. Nineteen experts were selected through purposeful sampling by Snowball method and based on theoretical saturation. To collect the data, a semi-structured interview was used and for the data analysis, a thematic analysis technique was applied.

The findings showed that the model for recruiting the faculty members in Iranian regional universities included four components: Personal Characteristics, Professional Capabilities, Behavioral Capabilities and Cognitive Capabilities.

This research identified the recruiting components and its results can be used to recruit capable faculty members purposefully and in accordance with the Iranian academic strategic plan. The method of this study can be applied in other applied fields as well.

This study adds to the authors' knowledge about recruiting of the faculty members and also the factors that can be helpful in a talent-based selection. Therefore, in order to have capable faculty members, universities should make an effort to identify relevant components and design a comprehensive model to recruit more capable faculty members.